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An article on the development and assessment of instructional materials intended to improve student understanding of the concept of time in special relativity, the relativity of simultaneity, and the role of observers in inertial reference frames. Results from pretests and post-tests are presented. Excerpts from taped interviews and classroom interactions help illustrate the intense cognitive conflict that students encounter as they are led to confront the incompatibility of their deeply held beliefs about simultaneity with the results of special relativity.

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